Grade+11+Mod+3

//**ENGAGING IN INQUIRY-BASED ITERATIVE PROCESS FOR RESEARCH **// toc

Essential Questions
How does asking thoughtful questions benefit our learning? How is language used to create a change or call to action? How can research add insight to textual understanding?

Objectives
This module allows students to engage with both literature and nonfiction pieces through guided inquiry, synthesis of sources, information vetting, analysis of literary and rhetorical techniques, and text evaluation. Through the iterative process, or, the repetition of a repeated cycle of operations, students will create a written piece or presentation that connects a rhetorical speech or poem to a famous novel to explore how a particular subject shaped American history. This module focuses on the iterative process of creating a research-based argument through guided inquiry questions. Students will have the opportunity to develop close reading skills, editing and revision practices, peer review techniques, reputable source selection skills, and text-analysis responses abilities. This module will prepare students for the Text-Analysis Response (Part 3) section of the Common Core ELA exam as well as the synthesis of texts for the Argument (Part 2) section, and familiarize themselves with the types of rhetorical and poetic readings found in Reading Comprehension (Part 1).

Suggested Student Objectives
By unit end, students will be able to: 1) Read deeply into complex texts 2) Reflect upon deeper meaning of literature (central idea / overarching message) 3) Consider the impact of literature on history 4) Analyze author’s purpose 5) Annotate texts to support comprehension and analysis <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">6) Engage in evidence-based discussions about text <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">7) Collect and organize evidence from reputable sources to support analysis in writing <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">8) Cite strong and thorough evidence in a presentation <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">9) Draft a reasonable claim or central idea that connects the inquiry to the research findings <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">10) Analyze both literature and nonfiction for evidence of figurative and rhetorical language and its greater purpose <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">11) Participate thoughtfully in peer review <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">12) Self-edit and revise <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">13) Carry out a guided inquiry from start to finish, including: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> a. Initiation: initiating a research project <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> b. Selection: selecting a topic <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> c. Exploration: exploring for focus <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> d. Formulation: formulating a focus <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> e. Collection: collecting information on focus <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> f. Presentation: preparing to present <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> g. Assessment: assessing the process

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Academic Vocabulary
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Guided inquiry <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Vetting sources <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Reputable sources <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Synthesis of texts <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Peer review <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Research-based argument <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Iterative process <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Close reading <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Claim / Central Idea <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Evidence <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Warrant <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Counterclaim <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Overarching Message <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Literary devices, including, but not limited to: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Imagery <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Characterization <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Metaphor <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Plot structure <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Hyperbole <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Irony <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Theme <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Rhetorical devices, including, but not limited to: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Ethos <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Logos <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Pathos <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Repetition <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Subtext <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Juxtaposition <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Allusion <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Kairos

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Common Core Standards
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">CCS Standards: Reading – Literature <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|CCSS.ELA-Literacy.RL.11-12.4] **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|CCSS.ELA-Literacy.RL.11-12.5] **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|CCSS.ELA-Literacy.RL.11-12.6] **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|CCSS.ELA-Literacy.RL.11-12.9] **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madis <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 1.5;">[|CCSS.ELA-Literacy.RI.11-12.5] **on defines faction in Federalist No. 10). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">CCS Standards: Reading – Informational Text **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|CCSS.ELA-Literacy.RI.11-12.4] **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|CCSS.ELA-Literacy.RI.11-12.6] **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|CCSS.ELA-Literacy.RI.11-12.7] **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">CCS Standards: Writing <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Provide a concluding statement or section that follows from and supports the argument presented. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Draw evidence from literary or informational texts to support analysis, reflection, and research. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]"). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|CCSS.ELA-Literacy.W.11-12.1] **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|CCSS.ELA-Literacy.W.11-12.1.a] **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|CCSS.ELA-Literacy.W.11-12.1.b] **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|CCSS.ELA-Literacy.W.11-12.1.c] **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|CCSS.ELA-Literacy.W.11-12.1.d] **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|CCSS.ELA-Literacy.W.11-12.1.e] **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|CCSS.ELA-Literacy.W.11-12.2] **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|CCSS.ELA-Literacy.W.11-12.7] **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|CCSS.ELA-Literacy.W.11-12.9] **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|CCSS.ELA-Literacy.W.11-12.9.b] **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">CCS Standards: Speaking & Listening **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|CCSS.ELA-Literacy.SL.11-12.1] **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|CCSS.ELA-Literacy.SL.11-12.3] **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">CCS Standards: Language **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">[|CCSS.ELA-Literacy.L.11-12.3] **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Primary Readings
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> //Drown//, Junot Diaz <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> //Bodega Dreams//, Ernesto Quinonez <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> //What is the What//, Dave Eggers //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 1.5;">The Bluest Eye //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 1.5;">, Toni Morrison <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> //The Crucible//, Arthur Miller <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> //Of Mice and Men//, John Steinbeck <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> //Kindred//, Octavia Butler
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Novels (CHOOSE ONE) **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Suggested Additional Readings
//<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> Speeches (American Rhetoric – Choose one that is relevant to Novel chosen) // <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> “Ain’t I a Woman,” Sojourner Truth <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> “Letter from a Birmingham Jail,” Dr. Martin Luther King, Jr. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> “The Ballot or the Bullet,” Malcolm X <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> “Learning to Read and Write,” Frederick Douglass <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> “On Women’s Right to Vote,” Susan B. Anthony <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> “A Latina Judge’s Voice,” Sonia Sotomayor <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">“Memorable Providences, Relating to Witchcrafts and Possessions (1689),” Cotton Mather <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">“No Compromise with the Evil of Slavery,” William Lloyd Garrison <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">“Remarks by the President and First Lady at the White House Conference on Bullying Prevention,” Barack and Michelle Obama <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Poetry <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> “A Lower Eastside Poem” and “Seekin’ the Cause,” Miguel Pineros <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> “Half-Hanged Mary,” Margaret Atwood <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> “To Other Women who Were Ugly Once,” Inés Hernández <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> “In Magazines (I Found Specimens of the Beautiful),” Ekuo Omosupe <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> “N*gger-Reecan Blues,” Willie Perdomo

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Resource Links
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;"> “A Latina Judge’s Voice,” Sonia Sotomayor <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">“Remarks by the President and First Lady at the White House Conference on Bullying Prevention,” Barack and Michelle Obama: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">“To Other Women who Were Ugly Once,” Inés Hernández <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">“Half-Hanged Mary,” Margaret Atwood <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">“Memorable Providences, Relating to Witchcrafts and Possessions (1689),” Cotton Mather <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">“N*gger-Reecan Blues,” Willie Perdomo

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Potential Activities
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Independent Reading <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Full-Class Reading <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Group Discussions <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Think-Pair-Shares <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Argumentative Writing <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Literary Analysis Journals <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Journal Entries <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Presentation Methods <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Public Speaking <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Text-Analysis Response <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Annotating Sessions <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Library and Internet Research <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Drafting, Editing, and Revision <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Peer Editing <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Computer / Typing Skills <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Self-Assessments / Evaluations <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 1.5;">**Assessments**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Preparatory Work:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">After reading one in-class novel, the student will choose a speech or poem that connects to his or her opinion as to the main thematic idea. Once a work is chosen, the student will (independently or in paired groups): <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">a) annotate for understanding and clarity <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">b) choose a question from a teacher-provided list to guide research <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">c) analyze language used by an author to evoke feeling / provoke change <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">d) research historical, cultural, emotional, and other connections between author of novel and speaker of speech or poem <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">e) evaluate sources to reveal proper vetting procedures <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">f) sort and condense material for presentation

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Iterative-Process Research (mirroring discussions and writing assignments from novel reading:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Student will evaluate: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">a) The authors’ backgrounds (including culture, beliefs, and historical connection to issue and one another) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">b) The purpose of the texts (overarching messages / central ideas) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">c) THREE examples of WHICH literary devices or rhetorical strategies were used by the texts and analysis of WHY those strategies were used by the author/speaker

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Options for Presentation <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Tri-Fold Poster Board (for Celebration of Learning event) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Prezi Presentation <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">PowerPoint Presentation <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Socratic Seminar (sharing of knowledge learned through guided discussion) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Argument (five-paragraph) Paper <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Online Blog Post / Reaction Paper